Orchestrating professional development for baby room practitioners: Raising the stakes in new dialogic encounters

Resource Type: Reports & Papers
Author(s): Goouch, Kathy; Powell, Sacha;
Date Issued: February, 2013
Description: This article has emerged from a research and development project, The Baby Room, which was designed to examine how babies are cared for in daycare settings. Within the project, a form of professional development was created which designated a central space for dialogic encounter, primarily to enable the baby room practitioners who participated in the project to begin to theorize their practice. Findings indicate that those working with babies frequently feel isolated and neglected in relation to support for their practice, that the practitioners had a very low sense of self-worth in relation to their work, low self-confidence and an inability or a reluctance to articulate their own understandings of their practice. Significantly we also found that many of the practitioners were not routinely, incidentally or intuitively talking to the babies in their care, nor were they aware of the importance of doing so. While it is difficult to provide robust research evidence to demonstrate any close causal connections between the lack of professional talk, the evident low self-worth of the practitioners and talk experiences with babies, the study does indicate that there may be distinct connections between practitioners' professional knowledge and understanding, their confidence, opportunities for professional talk experience and their perceptions of the need to develop talk encounters with babies. This article describes the background and rationale for the project work, ranges over some key issues in relation to talk, and the importance of professional dialogic encounters for those working with babies, and it indicates the rich potential this may have for positive talk outcomes in baby room practice. (author abstract)
show entire record ↓
Funder(s): Esmee Fairbairn Foundation
Journal Title: Journal of Early Childhood Research
Volume Number: 11
Issue Number: 1
Page Range: 78-92
Topics: International Child Care & Early Education > Single-Country Studies

Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships

Programs, Interventions & Curricula > Programs > Infant & Toddler
Country: England, United Kingdom
ISSN: 1476-718X Paper
1741-2927 Online
Peer Reviewed: yes
hide record ↑

Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Catching the moments: Coteaching to stimulate science in the preschool context Reports & Papers
A report on risk characteristics among young children and families in the Baby TALK demonstration program: 2008-2010, with select comparative local, state, and national data from 2003-2010 Reports & Papers
Scaffolded dialogic reading professional development for transitional kindergarten teachers of dual language learners Reports & Papers
Teachers' self-efficacy and knowledge of healthy nutrition and physical activity practices for preschoolers: Instrument development and validation Reports & Papers
Building professional development partnerships for inclusion Fact Sheets & Briefs

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.